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Joni Everett
Classroom Interactions
STUDENTS AND DOWN SYNDROME 2
Introduction
Down published his description of it. Since then, a plethora of research has
have learned that Down syndrome occurs when a child has an extra copy of
chromosome 21. This happens when the division of the egg splits incorrectly
with one having 22 and the other having 24. This is called nondisjunction.
Once the egg is fertilized, the extra chromosome stays with the zygote which
then becomes a baby. Some of the physical attributes that people with Down
syndrome have include flat noses, upturned eyes, and low muscle tone. They
also have more health issues than the average person such as vision,
Despite all of this, students with Down syndrome are more alike than
different. They have their own emotions and attitudes just like other people.
In the United States, one in every 691 children are born with this condition.
Syndrome 2012). The mothers age can be a factor in the child having Down
education. Thus, they are in inclusion classes. This does not mean that they
are any less intelligent than the average student who is regular classes. They
children their age can help them understand not only academic factors but it
likely to have health problems later on in life. Because of this, teachers need
being. Having this connection can let the parents know you care for their
child and want them to succeed in the classroom. Based on what the health
problems are, the teacher can better prepare the classroom for the student.
For example, if the student who has Down syndrome has recently been
diagnosed with a vision problem, sit them closer to the front of a classroom.
children with Down syndrome. If this is the case, the teacher must prevent
anything that might be a distraction to the child. Dont let them sit by
windows because it could prevent them from paying attention to the lesson.
It also helps to teach with visuals that will help them stay focused. It will help
the student if pictures are tied to words being said. In a study by Biederman
students with Down syndrome. In the class, the students learned sign
language, and the teachers there claimed it had a high success rate. Sign
STUDENTS AND DOWN SYNDROME 4
language is a very visual subject matter which could have been why the
In the same way, it is very important for the parent to know what is
going on in the classroom. A parent has influence over a childs life. The
teacher needs to update them of things that the student is covering in the
classroom. This will help the child because they can keep the child on task
with homework and assignments. It will also help the classroom if the
school work or disruptions in class. At home, parents can keep control the
unwanted behaviour which will then show the child the correct way to act.
This could include interrupting, talking rudely, or anything along those lines.
work well in big groups. A study done by Rietveld (2005), showed that a
environment was able to focus more on the subject content and less on
teacher attention. This small group was chosen out of maturity level just for
the student with Down syndrome. Through this group, this student was able
2005).
have Down syndrome may need a little extra attention. If it is a fairly large
assigns a paper to do the first step would be to look up sources towards the
STUDENTS AND DOWN SYNDROME 5
topic. Then the second step could be writing an introduction to the topic and
so on. This helps the student not get overwhelmed with the material and can
focus more on their work. Also, when giving the student instructions it is vital
that they understand. One way to do this is by repeating and rephrasing the
directions. It is beneficial to have them repeat to the teacher what they need
to do. Doing this helps them remember as well. They also may need extra
Typically, students with Down syndrome learn slower than the average
person. They reach milestones later than other children. Because of their low
muscle tone, it is harder for them to walk and talk, thus they are not able to
They may not be able to talk well so teachers need to be mindful of oral
label the student with Down syndrome. They are not the condition. Always
say that the student has Down syndrome and not my Down syndrome
student (Barta, L. T., & Salinas, Y., 2010). Doing so is demeaning, they are
not their condition. Another thing that is important is to set rules in the
classroom so the other students are kind and fair to the student with Down
norms need to be set in place so all students know what is expected of them.
Conclusion
this, teachers need to take precautions and learn about it. The individuals
STUDENTS AND DOWN SYNDROME 6
who have Down syndrome are just like someone who isnt. They have their
own personalities and teachers need to work to bring out the best in them.
They can do this by taking time to give the student specific attention, but not
overdo it. They will take longer to understand, but they can get it. Teachers
must have patience and realize that not every person with Down syndrome is
the same.
outside of the classroom. It is important that the teacher and parent stay in
contact for the students benefit. Having the parent involved will also help
the student grow as a person. When teachers assign take home assignments,
they need to make sure and break down the process is smaller steps that are
easier to understand. Smaller groups will also help students with Down
syndrome learn and interact with children their age. People with Down
syndrome are still people. Teachers everywhere need to make proper steps in
References
Barta, L. T., & Salinas, Y. (2010). Supporting the student with down syndrome
https://www.kcdsg.org/files/content/Supporting%20the%20Student%
20with%20Down%20Syndrome%20in%20Your%20Classroom-Teacher
%20Manual.pdf
Biederman, G. B., & Freedman, B. (2007). Modeling Skills, Signs and Lettering
from http://www.ndss.org/Down-Syndrome/What-Is-Down-Syndrome/
doi:10.1080/13668250500204117